The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study

dc.contributor.authorCarvalhais, Lénia
dc.contributor.authorLimpo, Teresa
dc.contributor.authorPereira, Luísa Álvares
dc.date.accessioned2023-01-10T12:52:35Z
dc.date.available2023-01-10T12:52:35Z
dc.date.issued2021-08-03
dc.description.abstractWriting is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.pt_PT
dc.identifier.citationCarvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622pt_PT
dc.identifier.doi10.3389/fpsyg.2021.668139pt_PT
dc.identifier.issn1664-1078 (Electronic)
dc.identifier.urihttp://hdl.handle.net/11328/4622
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Media SA.pt_PT
dc.relation.publisherversionhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.668139/fullpt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectWriting performancept_PT
dc.subjectLevels of languagept_PT
dc.subjectGrade levelpt_PT
dc.subjectLongitudinal studypt_PT
dc.subjectSpellingpt_PT
dc.subjectSyntactic complexity measurespt_PT
dc.subjectDescriptive textpt_PT
dc.titleThe Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Studypt_PT
dc.typejournal articlept_PT
degois.publication.firstPage1pt_PT
degois.publication.issueArticle ID 668139pt_PT
degois.publication.lastPage10pt_PT
degois.publication.titleFrontiers in Psychologypt_PT
degois.publication.volume12pt_PT
dspace.entity.typePublicationen
Ficheiros
Principais
A mostrar 1 - 1 de 1
A carregar...
Miniatura
Nome:
fpsyg-12-668139.pdf
Tamanho:
259.62 KB
Formato:
Adobe Portable Document Format